Complete the art center routine
When to use this goal
For preschoolers who enjoy art but need an adult to put on the smock, get materials, and clean up. Present levels in following short picture sequences and in self-help skills decide fit.
- Baseline
- Observe the routine on at least 3 typical days before setting a target. Mark each step as independent (no adult prompt of any kind), completed with support (note the prompt type), or not completed. Count only independent steps toward the baseline, and note which steps are missed most often; those may need direct teaching rather than more practice.
- Tips
- Pull-over smocks with no fasteners are easiest. Label bins with photos of the materials. The same pattern (get ready, do, clean up) carries to other centers.
- Limits
- Measures the routine, not the art itself. Messy materials such as paint may bring up sensory needs.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-pk-029.
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Goal
By the annual IEP review date, at the art center during center time, with smocks on hooks and materials in labeled bins, the student will put on a smock, get the materials, make the art, and clean up the space, performing at least 5 of 6 steps independently, across 3 consecutive observed art center visits, as measured by a task-analysis checklist collected two art center visits per week.
Baseline: 1 of 6 steps independently.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Preschool & Kindergarten Readiness.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Functional & Independence Skills - Preschool & Kindergarten Readiness
- Baseline
- 1 of 6 steps independently.
- Annual goal390 characters
- By the annual IEP review date, at the art center during center time, with smocks on hooks and materials in labeled bins, the student will put on a smock, get the materials, make the art, and clean up the space, performing at least 5 of 6 steps independently, across 3 consecutive observed art center visits, as measured by a task-analysis checklist collected two art center visits per week.
- Timeframe
- By the annual IEP review date
- Condition
- At the art center during center time, with smocks on hooks and materials in labeled bins
- Behavior
- The student will put on a smock, get the materials, make the art, and clean up the space
- Criteria
- Performing at least 5 of 6 steps independently, across 3 consecutive observed art center visits
- Evaluation method
- A task-analysis checklist
- Schedule
- Two art center visits per week
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- across 3 consecutive observed art center visits
- Collection schedule:
- two art center visits per week
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at the art center during center time, with smocks on hooks and materials in labeled bins, the student will put on a smock, get the materials, make the art, and clean up the space, performing at least 5 of 6 steps independently, across 3 consecutive observed art center visits, as measured by a task-analysis checklist collected two art center visits per week.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Puts on a smock from the hook | ||||||||
| 2. Gets the materials from the labeled bins | ||||||||
| 3. Makes the art at the table or easel | ||||||||
| 4. Puts the finished work on the drying rack or in the cubby | ||||||||
| 5. Puts materials back in the bins | ||||||||
| 6. Hangs up the smock and washes hands | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.